[0:00] They were good.

[0:05] Uh. All right, everybody. Um, we are having a slow welcome to the September 15th policy meeting. Uh, the table of the school board.

[0:26] Um, any comments or questions about the policy here to the committee or drawing numerical reviews? S1:

[2:09] Um, uh, I can't even say the word. So we wanted to, you know, that is a word that not is not overly used in the English language. Um, we don't use it all that often. And so it could be used, it could be replaced it with a word maybe like lewd. That would be more understandable for the general public. And speaking about that, so what I've learned through this process is that that word is actually, it's a legal term that has been used in the Supreme Court as to describe, um, specific behavior. And so it is a legal term and it is suggested that we stick with that term. Lewd does not isn't defined as in the same way in that again, what this does for the board chair, it takes away ambiguity. It takes away any level of um, um, interpretation. And it says, this is what this word means. This is the behaviors that describe. And so if people participate in behaviors that are similar to that or like that, then there's no, there's no room for interpretation. And so it helps kind of streamline what's happening. And then it's also defensible in the court. So it isn't recommended that we change that. Um, we have some descriptors beyond that. Lou doesn't fit the same definition of that. So it is recommended that we stick with that. Um, obviously that's for your discretion, but that's something that you asked me to look into. Um, and again, the purpose of this is really to kind of really provide clarity. There has been cases here in Maine where some of the, there's been some judgment calls that have been called into question. And so that's why districts and those preliminary decisions around this. So the purpose of this policy really is to take away as much gray for the board chair or the vice chair, whoever is chairing the board meeting at the moment. Um, and just give them really kind of concrete as much as possible. So that is the recommendation. And the other thing that we talked about was, um, is there any language that we can put in to talk about? There's no public comment. So, um, so under C, um, the board will include public comment period not to exceed 20 minutes on the agenda of the regular business meeting of the full board, um not committee meetings. So we wanted to provide some clarity. So we, we put that not committee meetings in there. So that's a recommended to add those. So those are the those are the clarification points for that policy. Um, I think everything else we talked about and all the formatting will continue to work on the format. So any questions or takeaways from, from that on.

[4:52] Um public participation at board meetings specifically? No.

[5:03] I think I am fine with that.

[5:12] I talked me off the ledge.

[5:17] Yeah.

[5:18] I don't agree, but I don't agree. But my level of disagreement is not such that I would make it. How we define our day to day.

[5:29] Work is one of those.

[5:31] Um, I just want to flag really quickly for the rest of the agenda that I didn't see the, um, truancy. Uh, do we have truancy one? Oh never mind, never mind. I was in the. I'm forgetting.

[5:45] Okay. All right. So the next one is, uh, policy j f reporting child abuse and neglect. So in that there is an element of around the truancy. Yeah. And um, and it's, it's under a definitions a and then it's, it's on the first page and it's, uh, triple I.

[6:11] So it was really kind of confusing language there. Um, and so kind of the cleaned up language that's still in the here. The thing here is that we want to, there's a couple things. One is this is language that comes from comes from the law. So we want to provide some clarity. But the other thing is the real interpretation of this, really the way who implements this or understands it is really kind of school administration and school, um, employees to track days and to understand what it means. So just, I know it's there for the policy, but the people who actually read it and go into it every day are the people that work in the schools. So the recommended changes is the child is at least six years old, has not completed grade six, and has the equivalent of seven full unexcused absences for five consecutive days of unexcused absences during the school year. B the child is at least five years old, is voluntarily enrolled in public school, has not completed grade six, and has the equivalent of seven full unexcused absences or five consecutive days of unexcused absences during the school year.

[7:32] So that's a little bit more clear than the language that we.

[7:37] I think this is much better.

[7:38] Much better. Okay. I do think that your text changes guys.

[7:49] Yeah. We'll we'll, we'll, yeah, we'll clean that up. Okay, great. And I think those.

[7:57] Like, do we define that?

[8:03] We, um, we reference the truancy truancy policy. Policy, which does do that.

[8:12] So I will hold off on that.

[8:16] And the reason that this is, this is in here because sometimes we do have to in other settings, in other school districts that I've worked in, sometimes reporting of child abuse and neglect can be linked with also truancy. And so it's important that we that, that that's referenced in there.

[8:35] It's like a weird indentation thing happening.

[8:40] Yes. We'll definitely work on the formatting for sure. I just wanted to focus on the, the, the language part. The other recommendation here was to remove um, So are we good on? Well, hang on, I'll just check. So the other recommendation was to remove um policy JFA because it's been included in the policy.

[9:04] So things happen.

[9:06] Together at the meeting.

[9:07] Yes. Okay. So are we okay to move policy JLF to first read?

[9:14] Yes.

[9:17] 56 is canceled. And telling me how much we have to go twice. Um, I might want to consider that.

[9:27] I don't know. Um.

[9:33] But we could just put it together and then.

[9:35] We can send it together, but don't vote on it until. Yeah.

[9:42] Send to board.

[9:47] I think you're right. Vote to remove The second read.

[9:51] Yeah. So it's more like an FYI, I see. Yeah. For this for October and then voting in November.

[10:00] Great. Okay. Um, so as I mentioned last last board meeting, the goal here for this year really is to kind of go through the 2014 policies that haven't been reviewed. Um, however, like these last two policies that we just looked at, there's been changes to policy JKA that were made last year. So it just didn't get an opportunity to get to it. This is the use of physical restraint and seclusion. Um this is also known as chapter 33. So this really lies in the realm of special education, which is I'm also the special ed director for those in the public that don't know. I'm the assistant superintendent, but also special ed director. So there are some, some changes to the policy and to the procedure that I wanted to bring to your attention. So, Um, on the first page here it talks about the Cape Elizabeth School will adopt this policy and the accompanying procedures implement standards for physical restraint and seclusion with students as required by state law regulations and support a safe school environment. Physical restraint seclusion, as defined by this policy, may only be used in an emergency intervention. When the behavior of a student presents an intimate risk of serious physical injury to the student or others, and less intrusive interventions have failed or been deemed inappropriate. So I think it's important for the public to know that, um, we are trained in de-escalation strategies. We use, um, we use um.

[11:33] Safety care. So we use safety care. There are different companies that provide kind of there's um CPI. Um, and so these are um, programs and procedures that schools use to help de-escalate student behavior or violent behavior. And then, um, they also have an element of how to block protect yourself from being hit and also when necessary, how to restrain students safely and appropriately. Um, so our, our special, we have several, we have three trainers in the district here that are trained in how to train others. And then we also train our special education ed techs in the verbal de-escalation, there's only a few people in the district that are trained in the physical management component of that, but we really focus the de-escalation. And then also we have to track this every year. Um, so we, you know, we haven't had very many restraints or seclusion. So I just want to make that very clear to the public, but it's important to kind of go through the changes. So here the policy, the added language is in that first paragraph in the last sentence and the list less intrusive intervention has failed or been deemed inappropriate. So that could be um, verbal de-escalation, right. Blocking techniques. You might even use try to use seclusion or other things that to kind of help de-escalate a child, um, before moving on to kind of a physical intervention. Um, so that's on the first page.

[13:19] On the second page there under five, it says protective physical interventions, brief physical contact with the student in response to potential harmful student action that serves to deflect, block or redirect the student's actions or disengage from a student's inappropriate grip, but for which the student could, uh, freely move away. So I think in the past, as, for example, like if a student came after somebody and then briefly grabbed somebody's arm, Um, and then was just like really on top of them. I think in the past, if a staff member used a technique to say to grab on top of it and to move their hand underneath and then to let go, that in the past that would be considered a restraint, but to be able to. But now if you're able, if you're blocking and deflecting away that deflecting movement, I think in the past would have had been considered a restraint because you're physically touching and moving a child. But this policy allows us to see that that's actually not a restraint because the child is moving freely. So if you block and then deflect, or if you come here and then move underneath, and then they're able to move freely. And so it's important that we add that language so that we don't have to consider that that's not considered restraint. The other thing here is we have to under training requirements. So I just talked about the fact that we are trained. Um and it says to add here a comprehensive health and safety emergency management plan. So we're going to update that. We do have a list of our trained employees who are trained in safety gear. Um, our Bcba, our board certified behavior analyst, Casey does keep a list and shares that with me as to who is trained and what the cycle is. So we've already participated in the verbal component part of it. And so we're working on, and we have to train our staff yearly just to let the public know the verbal de-escalation part. So we do have a list of that. It's shared with the appropriate people in the schools and keeping a list and maintaining that. So that's the language that is added. And then also here it talks about, um, if a parent legal guardian who has a complaint concerning the implementation of this policy or procedure, they must submit in writing to the superintendent or other appropriate school administrators as soon as possible, the superintendent slash designee shall investigate the complaint and provide written findings to the parent legal guardian within within 20 business days of receiving the complaint. So if.

[15:47] Practical.

[15:48] So that's.

[15:49] Something.

[15:53] Practical. Thank you.

[15:55] Practical.

[15:59] Yeah.

[16:00] So those are the recommended changes. Um and also the the, the cross-references the health and safety emergency management policy. So those are the recommended changes to the actual policy. Any questions or concerns about that.

[16:15] I have none.

[16:24] Thank you. This is the issue of that time. I didn't change but I think I can go back.

[16:31] Where are you?

[16:32] I'm sorry.

[16:37] Okay. Does not include. Yeah. Time out.

[16:42] Would be, have to say, I feel great and I don't understand when I do that. I don't direct people to support our efforts to prevent it, but I totally.

[17:04] Support where she leads the company and how that is. I've directed people to talk to appropriate people about that, but they haven't really done anything like that. But just.

[17:27] Know I am not kidding. By 1952 and.

[17:38] 1942.

[17:43] No.

[17:44] So I mean a seclusion. No, seclusion is very.

[17:51] I'm talking about timeout, which is exactly what I'm talking about, which is just it's it's actually very specifically called out.

[18:00] Yeah. It is different from seclusion, for sure.

[18:03] I actually am comfortable with seclusion because it has all of these parameters about like when it would be used, then it's obvious that it's necessary and all this stuff. But now we have this like lockout for timeouts that can be used in certain situations to really isolate a child without isolating them.

[18:22] So I have to think about it this way. So there are adults included, right? Like sometimes people process information differently and sometimes children need help. We don't want to suspend them or, you know, send them home from school or send them to the, send them to the office and make them feel a certain way. However, kids get worked up after recess. They're hot and sweaty. Something's happening. Um, and they just need a moment to kind of reflect. And so if a teacher does send that, and I've worked in the district now for three years, um, going on my fourth year, I haven't seen this happen, but it is an intervention to say, I'm going to give you a moment. You're not in trouble. Take a seat here. You know, um we've in responsive classroom oftentimes is to send a child to another classroom and have them kind of removed from their setting. Give them an opportunity to kind of cool down and reflect and then come back to the classroom. And is that a time out? Yes, but it's also it's not removing the child completely. You know, you're not disciplining them. You're not sending them to the office. It's a response. It's an intervention. Um, that's used. It's a classroom based intervention.

[19:33] So we're saying that that's not seclusion, right? The reason it's in here, because that's not seclusion. Seclusion is there are very specific rules around seclusion. What is a seclusion room? Right. And and there are procedures around that. Um, but I see this as kind of a classroom management tier one intervention.

[20:07] For sure.

[20:10] And obviously if people have any questions, they can direct that to me. And again, this is much this is bigger. This is less punitive than it is, you know, it's really focusing on the less punitive. And to be honest, I think here in the district, um, it works. There are very many protective measures within special education. There's what we call the manifestation process. So if a student, let's say, is removed and suspended for ten days or more at that ten days. If this is for identified students, right. For students who receive special education, if they are suspended from school, out of school, for suspended from school for ten days once they hit the ten days, that's considered a change in placement.

[21:09] You have to have a meeting within ten days of that incident to sit down as a team and say, does the behaviors that have caused that suspension have a direct and substantial link to the child's disability, or did the school district fail to implement the child's IEP as appropriate? S3:

[21:12] Ten cumulative days? So in the course of my time being here, I have done that very few times. So it's not something that happens all that frequently. And so, you know, I think that's a testament to the working relationship between parents and schools and our ability as a school district to help support kids in a way that's appropriate for them and keeping them in their least restrictive environment. I think the other important thing, when we think about things like this that, you know, we have around roughly between 215 to 230 identified students, again identified meaning special ed. That's about 15%. It fluctuates between 11 to 15%. And we have we have to calculate the least restrictive environment, the time they're with their non-disabled peers. So 80% of our student body is with their non-disabled peers 80% or higher. So we do a pretty good job of, um, of supporting our students. All that to say, I think all that information is helpful to say that I don't think this uses all that often. And it's a tier one intervention. And so our kids are with.

[22:18] But like, I was very confident when they were talking about it. I'm actually like, this is like my concern is actually the more I think standard and normalized, the less structured and supervised escalation that could not be, I would not be necessarily it is time to move on. I'm taking off. I think I can come back to my actual hearing. Nothing special. Okay. That's helpful.

[22:50] Not just the use of the information.

[22:55] It seems actually like focused on information. I don't know.

[23:01] I don't think that's something that we're going to solve with this.

[23:04] I know I wouldn't. I would. Yeah.

[23:11] I haven't brought it up anybody or I just like to see it like laid out in a policy, like a different kind of level of, of, of looking, of not ignoring things that I.

[23:23] Okay. That's helpful.

[23:26] Information. I appreciate that. Um, how do people feel about the policy? Any questions or concerns? Let me move it to the first reading. Okay.

[23:44] So with that is the procedure. JKAAR. So this procedure and I'll just kind of quickly go through this. The procedure does not preclude law enforcement personnel or other first responders from implementing physical restraints consistent with their professional responsibilities. So there is a difference between law enforcement and what they can do and what we can do. Um, so that just, I think that's important to say that. And then under a permanent use of physical, uh, permitted use of physical restraint, um, any impaired or physical condition of a person, whether self-inflicted or inflicted on someone else that requires medical practitioner, including, but not limited to school nurse to evaluate or other treatment of the person. So we added that there um, prescribed medications, harnesses, seat belts and other assistive protective devices may be used permitted by law. So if the student, say is being transported separately or in a van. If they use a seat belt. That's not considered a restrictive or for restraint.

[24:46] Um.

[24:47] The next page here physical restraint use solely to prevent property destruction or disruptive or environment in the absence of risk of serious injury. So we don't want to be doing that. Um that added that was added to the law maybe about ten years ago. So basically if you're doing, if a student is participating in really severe property damage, like that's not a reason to restrain them. It has to be an imminent serious bodily injury. Um, on page.

[25:18] Four.

[25:21] Um, under permitted use of location or seclusion, um, any imperative physical condition of a person, whether self-inflicted or inflicted by someone else that requires a medical practitioner, including but not limited to a school nurse or evaluate or treated. Seclusion may occur in any part of the school building with adequate light. Heat, ventilation.

[25:44] And of normal room height. So basically you could use a principal's office. You could classroom. And I think that's important too, because, you know, there are seclusion rooms that schools do have. And so, you know, it avoids the well, I didn't use the seclusion room. So it's not a seclusion. Right. So but it's just basically now it's accounting for if you if you put a student in a classroom and you close the door and you prevent them from leaving because there's an imminent risk of serious bodily injury or harm, um, somebody's going to be really severely hurt and you want to seclude them. You would consider that seclusion.

[26:26] On page five, monitoring students in seclusion, the student must continuously be monitored until the student is no and longer presents an imminent risk of serious physical injury to the student or others.

[26:42] And so we do monitor that. So there is a process for that. We have to have them supervised and be checking in on them taking, um, and taking notes about what's happening during that time. It says for the purpose of procedure under page six notifications, reports of physical restraint, seclusion incidents for the purpose of this procedure. Incident consists of all actions between the time the student begins to create imminent risk, injury and time of the student ceases to pose that imminent risk and the student's regular programing, and to return to the student's regular programing. So basically, you don't continue that until the student completely calms down. You do it until you think the student does not pose a risk anymore. Once that risk is eliminated. So this is not punitive. It's not a punishment. This is not discipline. Right? This is a students in a situation where they're posing a risk to themselves or somebody, others to a really imminent risk of serious of bodily injury. You would perform a restraint. And then as soon as the team and when I say team, this is not one person. Typically three people are there at the incident. You have two people you see doing the restraint and then somebody monitoring. Once it's deemed it's no longer an issue, then it stops and then you help the child kind of regain composure and then they go back to programing.

[28:14] Right?

[28:15] So I think that's important that the public know that. Um.

[28:21] Under page seven the physical restraint seclusion incident occurs outside of the school day. The notification must be made as soon as possible. And in accordance with Cape Elizabeth School Department's usual emergency procedures for. If this. If the serious bodily injury or death of a student occurs during the implementation of a physical restraint seclusion, the school department's emergency notification procedures shall be followed.

[28:47] So we just added departments in both of those words. Page eight.

[28:56] Um incident reporting. So.

[29:01] The procedure here is to add the incident start and end time. Uh, the total number of Seclusions within the incident period. Beginning and ending time of each of the Seclusions within incident period. The description of the use of seclusion within the incident period. Total number of use of restraints within the incident period. Beginning and ending of time of the physical restraint in a detailed description of each physical restraint within the incident period. So that's, that's a change that's important. So I think in the past, if a student engages and it's a there's a long incident period. I think people were saying it's one seclusion. So a student, they come out of seclusion. Every area they're escalate. They go back in. I think the schools were saying, well, that's one seclusion because it's ongoing. This is saying, no, you have to do that. Or if you had a student that was escalating during a period and needed to be physically restrained, I'd say maybe five times during an hour, instead of saying, that's one incident, you now have to track it as five. And so we do have a requirement to report out to the Department of Education at the end of every year if if we've had that. And so it's important to kind of accurately, um, this is getting out. We need to accurately report how many times students are actually being secluded or actually being physically restrained.

[30:27] The staff person and also so on. 16 the staff person involved in the role of physical restraint and or seclusion, their certification, if any, in an approved training program. So safety care is approved in the state of Maine. I would say about 80% of the school districts in Maine use safety care. Um, the reason we like safety care and we continue to use it is that it has a, I would say 80% of the training is really focused on the de-escalation. It's really focused on, um, that procedure of helping using de-escalation strategies before ever engaging in any type of physical restraint. And there's also a big emphasis when we do get into that part of the training, there's a huge emphasis on blocking and deflecting as opposed to restraining.

[31:18] Um, and then page ten.

[31:23] Under special education, 504 schools are not required to hold more than one meeting within a 30 day period to address restraint, seclusion notwithstanding the after. After every third incident. Standard. So basically, what happens if you have three incidences of a restraint seclusion. You are. And if a student has an IEP, individual education program or 504 student, you're required to have a meeting because it's it's an individual education program. It's not a plan, it's a program. So you look at that program and say, what is happening here is, is, are the goals correct? Right. Are the services correct? Um, you need to sit down and have that conversation. Have we performed a functional behavior assessment and have a behavior plan. And if so we let's look at that plan. Let's let's tweak that plan. So you have to do that every after every third incident. There are times where there are students that behaviors can escalate, that there might have be more than three instances in a month. So if you on a Monday, Tuesday, Wednesday, in the beginning of October, you hit that three mark, you have a meeting and the student continues to engage. You don't need to have multiple meetings in a month. So if you have more than three instances in a month, you're not required to meet multiple times within the month. But there are times there are students that, again, this this hasn't been our reality here here in Cape Elizabeth. Um, but every community has its own unique challenges and, or things that we have to think about. So it just, it just, it just eliminates the requirement to meet multiple times within a month. Um, all other students, after every third incident of physical restraint, seclusion in one school year, a team consisting of the parent, legal guardian, administrator, designee, teacher, the student, a staff member involved in the incident, if not the administrative designee, teacher already invited, and other shall meet within ten school days. Um, so probably that would be consider a referral for what's going on here. And let's think about that. Schools are not required to hold more than one meeting within a 30 day period to address restraint seclusion, notwithstanding that, after every third incident standard, as noted above. So reporting cumulative reporting a total number of incidents. That includes the use of seclusion.

[33:52] Aggregated number of Seclusions. Aggregated number of students placed in seclusion. Aggregated number of students with disabilities. Aggregated number of serious physical injuries related to seclusion. Aggregated number of serious physical injury to staff related to seclusion um. Physical restraint. Total number of incidences that include the use of physical restraint. And so this is this number is reported to the Doe. And it's, it's, you know, to make sure that we know what's happening with our students. Um, aggregate number of students with disabilities and an individual education program. IEP under the state and federal special education laws. Pursuant to section 504 of the Federal Rehabilitation Act of 1973. Um.

[34:38] Any questions around that? That's just the reporting period.

[34:45] However.

[34:53] It is very.

[34:57] Serious. And we have all of these really clear and cogent like parameters around it because it is extremely serious. And we have a time frame, which is so similar to Q2, apparently, that we are making sure to say it doesn't count every time we say the word decision.

[35:16] It's not similar.

[35:17] But it is. Why is why are we juxtaposing it in every single document? It clearly also is isolated. If it wasn't also isolated, we wouldn't be making sure to specify that it doesn't count as inclusion every time we face inclusion.

[35:33] I think part of what we're running up against is that we're not defining what a timeout is and what it can be used. And so if we're saying that we very much have to define what is inclusion is because it is very serious. Well yes.

[35:48] That's right.

[35:49] Yeah. I'm trying to I'm trying to help you say what you want to say, which is that the problems that we're running into is that we are not then defining what a timeout is.

[36:07] And so could it be is there then a loophole? S2:

[36:12] No.

[36:13] So so you can explain to me that it's not. But if it's not anywhere in the policy. Well so so.

[36:21] Very much understand how you. Ryan, the director of Special Services, is defining seclusion. Yes. What we are thinking.

[36:30] If we're going to use the word time out as an exception, seclusion. Every single time we talk about seclusion, we need to have a definition of time out. Yes, it needs to be just as thoughtfully.

[36:43] Talked about. Because you can't say that they have no commonality. If we're bringing one up every time we talk about the other.

[36:51] So okay, so on page four, that's a great point. Second. So it says, you know, number two, seclusion, second paragraph, a time out where a student requests or complies with adult requests for a break is not considered seclusion under this procedure.

[37:07] The break is not defined. And so the the time out.

[37:11] You've got all these things here for students to be this kind of room, you have to be comfortable. Sure, 150 different requirements for how we treat kids humanely. And then it's just like, we're going to go, just told you to go sit in the hallway by yourself for a half an hour.

[37:26] Or take an extreme. And I do not know that this has ever happened in Cape Elizabeth. I'm not saying it would, but taken as an extreme, an adult could say, Johnny, you need to take a break and put the kid in a supply closet and close the door.

[37:46] And that would be a seclusion.

[37:49] That is to me could also be an adult, a student complying with an adult request to take a break.

[37:58] No, we would that. So when something like that happens, there's a debrief and we would come back and oftentimes debrief. No. But it when something like that does happen, it gets to the principal. It gets to me. And I've never had that situation occur. But if it did, I would say, I would say, okay, what happened? What are the definitions? We'd go to the policy that would be seclusion, and then we'd have to inform the parents within 24 hours of that or the by the end of the day, we'd put that on an incident report. A timeout is if you're sitting outside in the hallway, on a chair, in the classroom, outside of the classroom, and a child can come freely or leave, they they have the ability.

[38:35] And they come to the.

[38:36] Well. They have the ability to. If they wanted to, they could run down the hallway. When you're secluded.

[38:41] I understand the difference there. Yeah, sure. But that's kind of. I understand the difference there from a technical perspective, with the department's perspective, like, you're right, the students have to leave the building. There would definitely be consequences for that. Does that student actually feel free to walk around because they're there. That is disciplinary. They are being punished. Um, being told to leave a classroom and sit outside while the whole class knows you're out there. That's, that's punishment. Um, and it's also isolation. I'm not necessarily saying it should be like forbidden in the school and that there would be no appropriate time to ever do it. But I think that if you do have two isolated disciplinary. I mean, I know you're saying that the disciplinary committee there's there's a Venn diagram here of safety and and discipline. And in fact, it feels like the one that isn't discipline related is really well defined. And the one that is discipline related is kind of like murky. I just feel like you have two things that are basically isolation. And one is so serious that we are defining it with this intense thoughtfulness, and the other so that we get more than just, um, like a, like an afterthought sentence.

[39:57] So here's my suggestion. I think I.

[39:59] Don't know if this needs to be fixed.

[40:01] Here. No, I don't think.

[40:03] If we're going to codify this though, we should have a timeout procedure.

[40:09] So let me do this. Let me go back and look at our disciplinary. Let me let me look at discipline student conduct discipline. Let me see if timeouts in there.

[40:18] Yeah.

[40:19] Um, talk to the administrative team about that and bring that back. I do think this is I would recommend that you consider and move this forward in the meantime. Um, because there are changes here that have been in place for a while or if you want to.

[40:35] I'm fine. Moving to sorry.

[40:37] Okay.

[40:38] I like conditionally on the fact that we're going to like it. Sure.

[40:42] Let me look.

[40:43] Back and.

[40:44] Yeah, let me look back at it. Yeah.

[40:49] I think those.

[40:49] Are it's hard to say they're not related when. Every single time. But this isn't the center.

[40:59] Of what you need to know.

[41:16] Okay. So I will go back and look at that and come back with some suggestions or think about that.

[41:25] Okay, perfect.

[41:26] Good. Um. All right. We did it. And we did it in 45 minutes. That's all we have. That's all I have on the agenda. I am meeting with, um, the school nurses on the 18th to look at some other changes that have been made to some of the policies that they work on. And I'll bring the policy back and then continue with some of the policies from 2014.

[41:54] Um, so do you want to continue to go or are we done for today? S2:

[41:58] Where Chris Bartowski will probably show up this ladder.

[42:01] It might be my very last. Awesome. Wow. I don't know, probably the number. I don't know when it was.

[42:07] I think it's December.

[42:09] I thought it was. Nevermind. That's November. In case you want to catch the last part. All right.

[42:16] Have a good day, everybody.

School Board Policy Committee - September 15, 2026

Transcript